CORE 3001: American Experience: Fall 2014
“Mythbusters: Examining The American Experience”
Classroom & Schedule: Smith Room 222, MWF 1050am-1150am
Instructor: Professor John A. Tures
Office: CallawayAcademicBuilding, Room 206; Phone: 706-880-8066
Office Hours: MWF 940am-1040am, TR 130pm-230pm and by appointment
LaGrange College challenges the minds and inspires the souls of its students. Founded in 1831 and
committed to its relationship with the United Methodist Church and its Wesleyan and liberal arts traditions,
the college supports students in their search for truth. An ethical and caring community valuing civility,
diversity, service and excellence, LaGrange College prepares students to become successful, responsible
citizens who aspire to lives of integrity and moral courage.
OVERVIEW
Few cable television shows have reached the popularity of the Discovery Channel series
“Mythbusters.” On this show, two experts and their assistants examine a series of
cultural myths that we take for granted to be “true.” In America, we hold a series of
“myths” or assumptions up as truths as well. For example, we all “know” that anyone
can succeed economically in our country, we are generally politically moderate, our
unique ethnic identity is a “melting pot,” the middle class is the backbone of our
democratic and capitalistic society, our education system makes us all generally equal,
and the 1950s was our greatest decade…right? We know this because we’ve heard it
enough times that we pass it off as truth, without ever evaluating such information for
ourselves. But we will not limit our scrutiny to just the assumptions, but also to the
critiques of these assumptions as well. The point of this class is not to say every
assumption is the gospel truth or an outright urban legend, but to test such assumptions
and examine the results.
Each reading selected has been selected because it is either a myth or a critique of one.
All will be closely examined, and tested using qualitative or quantitative methods. You
will play a role in testing these arguments. You will begin by stating the myth or
assumption to be examined, using social scientific terms, specifying the relationship,
deriving a testable hypothesis, then evaluating the myth or its critique to see if there is
any support for such a contention. This information will be written and presented.
Such an assignment will seem very difficult at first. But then again, we are called upon
the challenge our minds at LaGrange College. The analytical concepts and theoretical
components will often seem unfamiliar to you. But as you will see, by paying careful
1
attention and with some practice, you’ll discover that such terms are not so difficult to
master. That’s because they were created to simply research, not make it more complex.
You’ll also be developing a fundamentally different way of thinking from your grade
school and high school days, which should give you an advantage over graduates from
both types of schooling. Furthermore, the analytical way of thinking is not only nonideological (useful for liberals, moderates and conservatives) but also applicable to a
wide variety of academic disciplines and employment fields!
Though the way I teach the course embraces a social scientific methodology, this course
is not divorced from a moral, ethical and religious component. The class will not treat
the key pillars of civility, diversity, service and excellence as empty symbols, but
important class components. In fact, it is through this course approach where we can step
back from the heated rhetoric, propaganda, and untested myths to see what we can learn,
and what we should do with that new-found knowledge.
COURSE OBJECTIVES
The following description of CORE 3001 can be found in the Undergraduate
Bulletin:“This course focuses on the social structure, economics, politics, and culture of
the United States. It examines many of the common assumptions about American society,
especially meritocracy, freedom, and “justice for all.” In addition, the course considers
issues of sustainability and how they have shaped America’s past and present and will
continue to shape its future.”
Students taking American Experience will be able to incorporate the “three C’s” of
LaGrange College’s curriculum, designed to improve a student’s creative, critical and
communicative abilities, as noted in the Undergraduate Bulletin. Our objectives are that
every student be able to:
 Understand the difference between assertion and statement of fact. (Critical
Thinking)
 Demonstrate in written assignments and presentations an approach which
achieves in-depth analyses of central ideas about what makes America unique.
(Critical Thinking, Communication Skills& Creativity)
 Analyze the complex social problems of the American system such as issues of
the environment, the economy, the socio-political arena, and sustainability.
(Critical Thinking & Creativity)
 Investigate how American life is shaped by social structure, organization, and
institutions, focusing on elements such as class, ethnicity, race, gender and
religion. (Creativity, Critical Thinking & Communication Skills)
 Creatively inculcate diverse perspectives, world views, and ideas into their
research and oral presentations. (Creativity &Communication Skills)
READINGS
The organization of this class roughly follows that of Halstead and Lind’s book The
Radical Center, which organizes America in three republics separated by chronological
connectivity. Though each republic is unique, all have a definitive influence on our lives
2
today, as we seek the possibility of entering a new republic. Many of the reading
assignments will require you to apply these lessons of prior republics to the contemporary
world of the United States.
Ted Halstead and Michael Lind (2001) The RadicalCenter: The Future of American
Politics.New York: Doubleday.
Gary Colombo, Robert Cullen and Bonnie Lisle, eds. (2010) Rereading America:
Cultural Contexts for Critical Thinking and Writing, 8th. Edition.Boston: Bedford/St.
Martin’s Press.
Steven D. Levitt and Stephen J. Dubner (2006) Freakonomics: A Rogue Economist
Explores The Hidden Side Of Everything. New York: William Morrow Co. Inc.
There will also be several handouts and on-line articles (*). I suggest you print them all
within the first week of class, in case they become unavailable later in the semester.
COURSE SCHEDULE
OVERVIEW
Aug 27 (Wed) COURSE OVERVIEW
Aug 29 (Fri) MYTHBUSTING & FREAKONOMICS
“Thinking Critically, Challenging Cultural Myths” by Gary Colombo, Robert Cullen and
Bonnie Lisle, Rereading America pgs. 1-12, 14-15.
Sept 01 (Mon) NO CLASS (LABOR DAY)
Sept 03 (Wed) INTRODUCTION TO THE ANALYTICAL METHOD
“An Explanatory Note” by Stephen Levitt & Stephen Dubner, Freakonomics, pgs.ix-xii
Sept 05 (Fri) INTRODUCTION TO THE ANALYTICAL METHOD
“Introduction: The Hidden Side Of Everything” by Stephen Levitt & Stephen Dubner,
Freakonomics, pgs. 3-9
Sept 08 (Mon) MYTHBUSTER EPISODE
FIRSTAMERICANREPUBLIC
Sept 10 (Wed) THE MYTH OF THE AMERICAN TRADITION
Ted Halstead and Michael Lind “The First Three Americas” in The Radical Center, pgs.
31-58
Sept 12 (Fri) Discussion of Paper Topics
Sept 15 (Mon) THE MYTH OF RACIAL TOLERANCE IN AMERICA
Thomas Jefferson "From Notes on the State of Virginia" in Colombo, Cullen and Lisle,
Rereading America.
Sept 17 (Wed) THE MYTH OF RACIAL TOLERANCE IN AMERICA
*John A. Tures "Was The Confederacy Really About Slavery?" Southern Political
Report http://www.southernpoliticalreport.com/storylink_415_1364.aspx, 2010.
Sept 18 (Thurs): Special Forum: LaGrange College Police Chief Lou Dekmar. (1115am,
Dickson Assembly Room)
Sept 19 (Fri) No Class For Those Who Attend The Thursday Sept. 18 Forum
Paper 1 Due
Sept 22 (Mon) THE MYTH OF RACIAL TOLERANCE IN AMERICA
3
“How Is The Ku Klux Klan Like A Group Of Real-Estate Agents?” by Stephen Levitt &
Stephen Dubner, Freakonomics, pgs. 55-85.
Sept 24 (Wed ) THE MYTH OF EDUCATION AS THE GREAT EQUALIZER
"Learning Power: The Myth of Education and Empowerment" by Gary Colombo, Robert
Cullen and Bonnie Lisle, Rereading America.
Horace Mann “From Report of the Massachusetts Board of Education, 1848” in
Colombo, Cullen and Lisle, Rereading America
Sept 26 (Fri) THE MYTH OF EDUCATION AS THE GREAT EQUALIZER
“What Do Schoolteachers and Sumo Wrestlers Have In Common?” by Stephen Levitt &
Stephen Dubner, Freakonomics, pgs. 19-51.
Sept 29 (Mon) THE MYTH OF EDUCATION AS THE GREAT EQUALIZER
John Taylor Gatto "Against School" in Colombo, Cullen and Lisle, Rereading America.
Oct 01 (Wed ) THE MYTH OF GENDER EQUALITY
"True Women and Real Men: Myths of Gender" by Gary Colombo, Robert Cullen and
Bonnie Lisle, Rereading America
Alexis De Tocqueville "How the Americans Understand the Equality of the Sexes" in
Colombo, Cullen and Lisle, Rereading America.
Oct 03 (Fri) NO CLASS (FALL BREAK)
Oct 06 (Mon) THE MYTH OF GENDER EQUALITY
Jean Kilbourne "'Two Ways A Woman Can Get Hurt': Advertising and Violence," in
Colombo, Cullen and Lisle, Rereading America.
SECOND AMERICANREPUBLIC
Oct 08 (Wed) THE MYTH OF THE PROTESTANT WORK ETHIC
"Money and Success: The Myth of Individual Opportunity" by Gary Colombo, Robert
Cullen and Bonnie Lisle, Rereading America Paper 2 Due
Oct 10 (Fri) THE MYTH OF THE PROTESTANT WORK ETHIC
Barbara Ehrenreich "Serving in Florida" inColombo, Cullen and Lisle, Rereading
America.
* April Dembosky “Bait and Switch: An Interview with Barbara Ehrenreich” (Mother
Jones) http://www.motherjones.com/news/qa/2005/09/barbara_ehrenreich.html
Oct 13 (Mon) MID-TERM EXAM
Oct 15 (Wed) THE MYTH OF RAGS TO RICHES
Gregory Mantsios “Class in America: 2006” in Colombo, Cullen and Lisle, Rereading
America.
Oct 17 (Fri) THE MYTH OF RAGS TO RICHES
Horatio Alger “From Ragged Dick” in Colombo, Cullen and Lisle, Rereading America
Harlon L. Dalton “Horatio Alger” in Colombo, Cullen and Lisle, Rereading America
Oct 20 (Mon) THE MYTH OF RAGS TO RICHES
Movie “The Pursuit of Happyness”
Oct 22 (Wed) THE MYTH OF RAGS TO RICHES
Movie “The Pursuit of Happyness”
Oct 23 (Thurs): State Senate Candidate Brian Roslund (1115am, Dickson Assembly
Room)
Oct 24 (Fri) No Class For Those Who Attend Oct. 23 Forum
Paper 3 Due
4
Oct 27 (Mon) THE MYTH OF CRIME IN AMERICA
“Where Have All The Criminals Gone?” by Stephen Levitt & Stephen Dubner,
Freakonomics, pgs.117-144.
Oct 29 (Wed) THE MYTH OF CRIME IN AMERICA
“Why Do Drug Dealers Still Live With Their Moms?” by Stephen Levitt & Stephen
Dubner, Freakonomics, pgs. 89-114.
Oct 30 (Thurs) State Senator Josh McKoon (1115am, Bailey Room)
Oct 31 (Fri) No Class For Those Who Attend Oct. 30 Forum
Nov 03 (Mon) THE MYTH OF THE MELTING POT
"Created Equal: The Myth of the Melting Pot" by Gary Colombo, Robert Cullen and
Bonnie Lisle, Rereading America
George Fredrickson “Models of American Ethnic Relations: A Historical Perspective” in
Colombo, Cullen and Lisle, Rereading America
Nov 05 (Wed) THE MYTH OF THE MELTING POT
Patrick Buchanan "Deconstructing America" in Colombo, Cullen and Lisle, Rereading
America
Hua Hsu "The End of White America?" in Colombo, Cullen and Lisle, Rereading
America.
THIRD AMERICAN REPUBLIC
Nov 07 (Fri) THE MYTH OF THE AMERICAN MARRIAGE
"Visual Portfolio: Reading Images of American Families" by Gary Colombo, Robert
Cullen and Bonnie Lisle, Rereading America
Evan Wolfson “What Is Marriage?” in Colombo, Cullen and Lisle, Rereading America.
Proposition 8: The California Marriage Protection Act in Colombo, Cullen and Lisle,
Rereading America.
Jennifer Roback Morse "8 Is Not Hate: The Meaning Of A Proposition" in Colombo,
Cullen and Lisle, Rereading America.
Marriage Equality USA "Prop 8 Hurt My Family – Ask Me How" in Colombo, Cullen
and Lisle
Nov 10 (Mon) THE MYTH OF AMERICA’S GENEROUS WELFARE STATE (Part I:
FDR’s New Deal & Pensions/Retirement Savings In America)
Ted Halstead and Michael Lind “New Economy, New Social Contract” in The Radical
Center, pgs. 78-94
Nov 12 (Wed) THE MYTH OF AMERICA’S GENEROUS WELFARE STATE (Part II:
LBJ’s Great Society & Health Care In America)
Ted Halstead and Michael Lind “New Economy, New Social Contract” in The Radical
Center, pgs. 65-78.
Nov 14 (Fri) Video: “Sick Around the World.”
Presentation Due
Nov 17 (Mon) THE MYTH OF EDUCATION AS EMPOWERMENT
"Visual Portfolio: Reading Images of Education and Empowerment" by Gary Colombo,
Robert Cullen and Bonnie Lisle, Rereading America.
Jean Anyon “From Social Class and the Hidden Curriculum of Work” in Colombo,
Cullen and Lisle, Rereading America
Professor X "In the Basement of the Ivory Tower" in Colombo, Cullen and Lisle,
Rereading America
5
Nov 18 (Tues) Dr. John T. West (1115am, Bailey Room)
Nov 19 (Wed) THE MYTH OF THE NUCLEAR FAMILY MODEL
"Harmony at Home: The Myth of the Model Family" by Gary Colombo, Robert Cullen
and Bonnie Lisle, Rereading America, and Norman Rockwell Images, Rereading
America
Stephanie Coontz "What We Really Miss About the 1950s" in Colombo, Cullen and
Lisle, Rereading America
Nov 21 (Fri) No Class For Those Who Attend Nov 18 Forum
Nov 24, 26 & 28 NO CLASS (Thanksgiving Holidays)
Dec 01 (Mon) THE MYTH OF PARENTING & LEARNING
“Perfect Parenting, Part II; or Would a Roshanda by Any Other Name Smell as Sweet?”
and “Epilogue: Two Paths to Harvard” by Stephen Levitt & Stephen Dubner,
Freakonomics, pgs. 180-207.
Dec 03 (Wed) THE MYTH OF PARENTING & LEARNING
“What Makes A Perfect Parent?” by Stephen Levitt & Stephen Dubner, Freakonomics,
pgs. 147-176.
Dec 09 (Tues) FINAL EXAM (1130am-230pm)
Grade Distribution:
A
92-100
B80-81
D+
68-69
AC+
D
90-91
78-79
62-67
COURSE REQUIREMENTS
Course Exams:
Mid-Term Exam
Final Exam
Course Assignments:
Expert Paper (Paper #1)
Evidence Paper (Paper #2)
Editing Paper (Paper #3)
Presentation Grade
B+
C
D-
88-89
72-77
60-61
B
CF
82-87
70-71
0-59
50%
October 13 (Mon)
25%
December 09 (Tues) 25%
50%
September 19 (Fri) 15%
October 08 (Wed)
15%
October 24 (Fri.)
15%
November 14 (Fri) 05%
Papers
Paper 1: Myth Paper. What is the myth that you are covering? What have people posted
about? Have scholars addressed it? How has the media covered it? Is there a reason
why this has remained an entrenched belief, adhered to by so many, or unquestioned by
others?
Paper 2: Creative Logic Argument: In this paper, you'll develop the theory surrounding
the myth, using the analytical method to develop the theory, using scientific methods.
You'll also develop a creative logic argument (at least one) that explains why such a
theory might be supported.
Paper 3: Hypothesis Test: In this paper, you'll test a hypothesis derived from your theory,
with either statistical evidence (a simple test will do) or research what scholarly evidence
6
(with such tests) have revealed. Remember that we are highly unlikely to "prove"
something, but have we learned more about our topic.
Regardless which paper is being written, all papers will have the following common
elements:
1) Each will be three pages in length, double-spaced, normal margins, numbered, with a
separate page for the bibliography. In text citations are to be used, and references will
follow the Chicago Manual of Style format. Each paper will also have a cover page. All
papers will be in included in a common document (hard-copy and electronic copy for
Mentor). Papers not following these directions will be returned to the student ungraded.
2) Each will be graded based upon a rubric which assesses whether directions have been
followed, the quality of the argument, the evidence, the editing, and the references. Only
legitimate published references (books, journal articles, officially sanctioned documents
course material) will be accepted.
3) Each will be turned in on time. Paper grades will be lowered by one grade level each
day where the paper is not turned in. And that includes weekends.
Presentation:
There is a chance we'll be invited to compete in a nationwide contest (IOME) where
LaGrange College teams have fared well (a top three finish, a top 15 finish, and a top
five video).
Exams:Exams will be primarily multiple choice, fill in the blank, concept identification,
and short-answer questions that will make heavy use of the analytical method. They are
designed to ensure that everyone is doing the reading, and understands the analytical
method. To help prepare you for the exam, I will provide either an informal study guide
or a set of practice questions.
Course Participation: Attendance will be taken at the beginning of class. After one
unexcused absence, I will reduce your grade by 3% for each additional unexcused
absence. Tardiness is counted as arriving after the class has begun (or taking five minutes
longer than the five minute break between classes). After two unexcused tardies, I will
reduce your grade by 1%. An absence or tardiness is not excused unless it is in writing.
And be prepared to discuss the material being presented.
ADA Policy:Under the Americans with Disabilities Act (ADA) of 1990 and Section 504
of the Rehabilitation Act of 1973, LaGrange College consistently undertakes to provide,
by every reasonable effort, assistance and appropriate accommodations to qualified
students with disabilities. Students with disabilities are responsible for identifying
themselves, and for providing documentation from qualified and licensed medical or
testing personnel to Ms. Pamela Tremblay, Director, Counseling and Career
Development Center, located in Smith Hall (x8313), as soon as possible.
COURSE RULES AND REGULATIONS
7
1: Make-up exams are only given with prior instructor notification and approval, and
must be completed in the time frame deemed by the instructor.
2: Failure to complete an assignment or failure to take any exam will result in a failing
grade for the entire course.
3: Exceptions to the rules are only given with instructor approval in well-documented
emergencies. It is up to the student to provide the documentation. It must be written or
electronic, not verbal. If the excuse is emailed, you must confirm with the professor that
it was received.
4: Students are required to keep an extra copy of all assignments until they are graded and
returned by the instructor.
Academic Honor Code:
“As a member of the student body of LaGrangeCollege, I confirm my commitment to the
ideals of civility, diversity, service and excellence. Recognizing the significance of
personal integrity in establishing these ideals within our community, I pledge that I will
not lie, cheat, steal, nor tolerate these unethical behaviors in others.”
Responsibilities include:
 Being honest and truthful in all academic matters, abiding by the letter and spirit
of the Honor Code.
 Consulting with the appropriate persons to clarify issues regarding plagiarism, the
correct attribution of sources, and the use of allowable materials for examinations,
reports or any academic work.
 Signing a pledge that no unauthorized aid has been given or received on any
academic work.
 Reporting any incident believed to be a violation of the Code. (Part I of Student
Handbook)
In this class, as with others, talk with your professor if you are unsure of whether any
writing constitutes plagiarism BEFORE turning in the assignment, or whether a certain
type of collaboration with others in the class is authorized or not BEFORE doing the
work. If you are running late with an assignment, it is better to negotiate some sort of
settlement with me about turning in late work and receiving a small penalty, versus
turning in work that violates the Honor Code, and facing severe penalties.
8